xx

Today’s medical assistants juggle many tasks in the medical offi ce. McGraw-Hill is committed to helping prepare students to succeed in the classroom and to be successful in their cho-sen fi eld. Most textbooks begin with a preface and a long list of features and supplements for both instructors and their students. While keeping with this tried and true format, it is our intention to give you a snapshot of some of the excit-ing solutions available with the fi ft h edition of Medical As-sisting: Administrative and Clinical Procedures with Anatomy and Physiology for your Medical Assisting course. Instructors across the country have told us how much preparation it takes to teach medical assisting—they juggle as much, maybe more, than their students. To help, we have added more detailed in-formation on how to organize and utilize the features in the Information Center of the Online Learning Center (OLC), as well as a breakdown of Learning Outcomes and activities that correspond in the Instructor Resources portion of the OLC at www.mhhe.com/BoothMA5e .

The Content—A Note from the Authors Th e fi ft h edition of Medical Assisting: Administrative and Clini-cal Procedures with Anatomy and Physiology has many exciting and noteworthy updates. Along with helpful and important feedback from our users and reviewers, we set out to create a one-of-a-kind, dynamic, practical, realistic, and comprehen-sive set of tools for individuals preparing to become medical assistants.

To begin, the textbook provides students up-to-date infor-mation about all aspects of the medical assisting profession, both administrative and clinical and from general to specifi c. It covers the key concepts, skills, and tasks that medical assistants need to know to become a CMA or RMA. As you enter the book, you will see that it is an interactive experience in learn-ing, rather than merely a reading experience. Th e book speaks directly to the student, and its chapter introductions, case stud-ies, procedures, chapter summaries, and chapter reviews are written to engage the student’s attention and build a sense of excitement about joining the profession of medical assisting.

When you begin the book you will fi nd it is not just about reading the concepts. It is about engaging in a journey by learn-ing as though working at the BWW Associates Clinic. Case studies are based around a set of patients that visit BWW As-sociates Clinic, and you will get to know these patients as you move through the chapters. Th e BWW Associates employees in-clude Malik Katahir, CMM, Offi ce Manager; Kaylyn R. Haddix, RMA (AMT) Clinical Assistant; and Miguel A. Perez CMA (AAMA), plus some MA students in training. Th e practicing

physicians include Paul F. Buckwalter, Alexis N. Whalen, and Elizabeth H. Williams. Most of the patients of BWW Associates you will also work with when using the Medical Assisting AC-TIVSim™ 2.0 program.

It is all about consistent, authentic, and correct content and in this fi ft h edition we have strived to provide all the latest in-formation as of the publishing of the book. Along with tons of minor tweaks and updates, Medical Assisting, fi ft h edition, in-corporates the following:

• Expanded coding information, including CPT, HCPCS, ICD-9 and ICD-10 coding.

• Step-by-step instructions for completing CMS 1500, or 1505, claim forms with screen shots.

• A written safety plan to create for the medical offi ce. • A preparedness plan to implement for pandemic illness. • New medical terminology practice exercises in all of the

anatomy and physiology chapters. • An exercise to calculate BMI and graph height, weight, and

head circumference of infants and children. • Simplifi ed and enhanced content regarding major pathogens

from each group of microorganisms: viruses, bacteria, proto-zoa, fungi, and multicellular parasites in updated tables.

• American Heart Association’s “Chain of Survival” and Guidelines for CPR key components.

• Additional certifi cation exam questions in each chapter, as well as certifi cation exam study tips.

• Dedicated and expanded content in brand new chapters including: • Professionalism and Success • Electronic Health Records • Th e Blood • Assisting in Reproductive and Urinary Specialties • Assisting in Pediatrics

A Closer Look

boo0232X_fm_i-xxxiv.indd xxboo0232X_fm_i-xxxiv.indd xx 12/24/12 5:05 PM12/24/12 5:05 PM

A C L O S E R L O O K xxi

• Assisting in Geriatrics • Assisting with Eye and Ear Care • Dosage Calculations• Th irty nine (39) NEW procedures

Learning Outcomes and Textbook Organization If you have seen a previous edition of this book before, one of the fi rst things you will notice is the updated organization of the con-tent. For each of the chapters, we updated the learning outcomes to the latest Bloom’s standards and aligned every learning outcome to a level one heading. McGraw-Hill has made it even easier for stu-dents and instructors to fi nd, learn, and review critical information.

Th e chapter organization of the fi ft h edition was revised to provide a structure that promotes learning based on what a medical assistant does in practice. Th e chapters build on one another to ensure student understanding of the many tasks they will be expected to perform. Th e chapters can be easily grouped together to create larger topics or units for the students to learn. For ease of understanding, content can be organized as follows:

• Unit One Medical Assisting as a Career—Chapters 1 to 5 • Unit Two Safety and the Environment—Chapters 6 to 9 • Unit Th ree Communication—Chapters 10 to 14 • Unit Four Administrative Practices—Chapters 15 to 21 • Unit Five Applied Anatomy and Physiology—Chapters 22 to 35 • Unit Six Clinical Practices—Chapters 36 to 44 • Unit Seven Assisting with Diagnostics—Chapters 45 to 50 • Unit Eight Assisting in Th erapeutics—Chapters 51 to 55 • Unit Nine Medical Assisting Practice—Chapters 56 to 58

Content Correlations Medical Assisting, fi ft h edition , also provides a correlation structure that will enhance its usefulness to both students and instructors. We have been careful to ensure that the text and supplements provide ample coverage of topics used to construct all of the following:

• CAAHEP (Commission on Accreditation of Allied Health Education Programs) Standards and Guidelines for Medical Assisting Education Programs

• ABHES (Accrediting Bureau of Health Education Schools) Competencies and Curriculum

• AAMA (American Association of Medical Assistants) CMA (Certifi ed Medical Assistant) Occupational Analysis

• AMT (American Medical Technologists) RMA (Registered Medical Assistant) Task List

• AMT CMAS (Certifi ed Medical Assistant Specialist) Com-petencies and Examination Specifi cations

• NHA (National Healthcareer Association) Certifi ed Clinical Medical Assistant (CCMA)

• NHA (National Healthcareer Association) Certifi ed Medical Administrative Assistant (CMAAA)

• CMA (AAMA) Certifi cation Examination Content Outline

Correlations to these are included with the instructor materials located on the Online Learning Center at www.mhhe

.com/BoothMA5e and through Connect® (see later pages for in-formation about Connect®). In addition, CAAHEP requires that all medical assistants be profi cient in the 71 entry-level areas of competence when they begin medical assisting work. ABHES re-quires profi ciency in the competences and curriculum content at a minimum. Th e opening pages of each chapter provide a list of the areas of competence that are covered within the chapter.

C A A H E P

I. A (3) Demonstrate respect for diversity in approaching patients

and families

IV. C (13) Identify the role of self boundaries in the health care

environment

IV. C (14) Recognize the role of patient advocacy in the practice of

medical assisting

IV. P (13) Advocate on behalf of patients

IV. A (1) Demonstrate empathy in communicating with patients,

family and staff

IV. A (6) Demonstrate awareness of how an individual’s personal

appearance aff ects anticipated responses

IV. A (9) Recognize and protect personal boundaries in

communicating with others

V. C (13) Identify time management principles

X. A (1) Apply ethical behaviors, including honesty/integrity in

performance of medical assisting practice

X. A (2) Examine the impact personal ethics and morals may have

on the individual’s practice

M E D I C A L A S S I S T I N G C O M P E T E N C I E S A B H E S

5. Psychology of Human Relations Graduates:

c. Use empathy when treating terminally ill patients

e. Advocate on behalf of family/patients, having ability to deal

and communicate with family

11. Career Development Graduates:

b. Demonstrate professionalism by:

(1) Exhibiting dependability, punctuality, and a positive work

ethic

(2) Exhibiting a positive attitude and a sense of responsibility

(4) Being cognizant of ethical boundaries

(6) Adapting to change

(7) Expressing a responsible attitude

boo0232X_ch03_028-041.indd 29 12/21/12 7:38 PM

You will also fi nd that each procedure is correlated to the ABHES and CAAHEP competencies within the workbook on the procedure sheets. Th ese sheets can be easily pulled out of the workbook and placed in the student fi le to document profi ciency.

Content Highlights We have made a consistent eff ort to discuss patients with special needs:

• Pregnant women. Pregnancy has profound eff ects on every aspect of health, all of which must be taken into account when working with pregnant patients. In the new chapter Assisting with Reproductive and Urinary Specialties , we have addressed special concerns for pregnant patients, such as po-sitioning them for an examination, recommending changes in diet, and taking care to avoid harming the fetus with drugs or procedures that would ordinarily pose little or no risk to the patient. Th ere is also a separate procedure for meeting the needs of the pregnant patient during an examination.

• Elderly patients. Special care is oft en required with elderly patients. Th e body undergoes many changes with age, and patients may have diffi culty adjusting to their changing phys-ical needs. Th e new chapter Assisting in Geriatrics deals with the special needs of elderly patients.

• Children. Th e special needs of children are complex, be-cause not only their bodies but also their minds and social situations are very diff erent from those of adults. Dealing with children usually means dealing with their parents as well, and medical assistants must hone their communica-tion skills to meet the needs of both patient and parent when working with children. Th e new chapter Assisting with Pedi-atrics focuses on children and their special needs.

• Patients with disabilities. Many diff erent diseases and dis-abilities require extra eff ort or consideration on the part of the medical assistant. Patients in wheelchairs and patients

boo0232X_fm_i-xxxiv.indd xxiboo0232X_fm_i-xxxiv.indd xxi 12/24/12 5:06 PM12/24/12 5:06 PM

xxii A C L O S E R L O O K

with diabetes, hemophilia, or visual or hearing impairments all require specifi c accommodations. For example, Th e Ex-amination and Treatment Area chapter addresses the needs of such patients; it includes a section that discusses the Ameri-cans With Disabilities Act and the new chapter Assisting with Eye and Ear Care includes a procedure for making the ex-amination room safe for patients with visual impairments.

• Patients from other cultures. Communicating with patients from other cultures, especially when language barriers are in-volved, poses a special challenge for the medical assistant. In addition, patients from other cultures may have attitudes about medicine or about social interaction that diff er sharply from those of the medical assistants’ culture. Th e Professionalism and Success and the Interpersonal Communication chapters deal in depth with understanding other cultures including new content for communicating and caring for patients from other cultures.

Because safety is a primary concern for both the patient and the medical assistant, we have emphasized this aspect of medi-cal assisting work. Every clinical procedure includes appropriate icons, discussed in the Basic Safety and Infection Control chapter, for safety precautions required by the Occupational Safety and Health Administration (OSHA) guidelines. Th ese icons for the OSHA guidelines appear in order of use within each procedure. Th e handwashing icon only appears once even though it is always done before and aft er each procedure. If biohazardous waste is generated during the procedure, the biohazardous waste con-tainer icon will appear, and so on.

Chapter Features Each chapter opens with material that includes the Case Study, the learning outcomes, a list of key terms, the ABHES and CAAHEP medical assisting competencies covered in the chap-ter, and an introduction. Since the learning outcomes represent each of the level-one headings in the chapter, they serve as the chapter outline. Chapters are organized into topics that move from the general to the specifi c. Updated color photographs, anatomic and technical drawings, tables, charts, and text fea-tures help educate the student about various aspects of medical assisting. Th e text features include the following:

• Case Studies are provided at the beginning of all chapters. Th ey represent situations similar to those that the medical assistant may encounter in daily practice. Th e case studies in-clude pictures of each of the patients who come to BWW As-sociates for care. Students will work with these same patients in the ACTIVSim 2.0 program. Students are encouraged to consider the case study as they read each chapter. Case Study Questions in the end-of-chapter review check students’ un-derstanding and application of chapter content.

• Procedures give step-by-step instructions on how to per-form specifi c administrative or clinical tasks that a medical assistant will be required to perform. Th e procedures are ref-erenced within the content when discussed. Each of the pro-cedures are found at the end of the chapter. New fi gures are included with many of the procedures that are taken from the Connect ® videos. Again the student can transition be-tween the materials seamlessly.

• Points on Practice boxes provide guidelines on keeping the medical offi ce running smoothly and effi ciently.

• Educating the Patient boxes focus on ways to instruct pa-tients about caring for themselves outside the medical offi ce.

• Caution: Handle with Care boxes cover the precautions to be taken in certain situations or when performing certain tasks.

• Pathophysiology is featured in each of the chapters on anat-omy and physiology. Th ese provide students with details of the most common diseases and disorders of each body sys-tem and include information on the causes, common signs and symptoms, treatment, and, where possible, the preven-tion of each disease.

• Medical Terminology practice exercises have been added to all the anatomy and physiology chapters.

Each chapter closes with a summary of the learning out-comes. Th e summary is followed by an end-of-chapter review with questions related to the case study, as well as 10 multiple-choice exam-style questions.

A list of further readings, including related books and jour-nal articles, is provided for each chapter within the Instructor’s Manual and on McGraw-Hill’s Medical Assisting Online Learn-ing Center. Th e end-of-chapter questions and activities, as well as the additional online resources, provide supplementary in-formation about the subjects presented in the chapter and allow students to practice specifi c skills.

Th e book also includes a glossary and four appendixes for use as reference tools. Th e glossary lists all the words presented as key terms in each chapter, along with a pronunciation guide and the defi nition of each term. Th e appendixes present a list of common medical terminology including prefi xes, root words, and suffi xes, as well as medical abbreviations and symbols. A brand-new Dis-eases and Disorders appendix provides a quick reference point for patient conditions that the student may encounter, and the fi nal appendix covers the Electronic Health Record.

Medical Assisting in the Digital World—Supplementary Materials for the Instructor and Student Knowing the importance of fl exibility and digital learning, McGraw Hill has created multiple assets to enhance the learning experience no matter what the class format: traditional, online, or hybrid. Th is revision is designed to help instructors and students be successful with digital solutions proven to drive student success.

A one-stop spot for presentation, assignment, and assessment solutions available from McGraw-Hill: McGraw-Hill Connect® Medical Assisting McGraw-Hill Connect ®– Medical Assisting provides online presentation, assignment, and assessment solutions. It con-nects your students with the tools and resources they’ll need to

boo0232X_fm_i-xxxiv.indd xxiiboo0232X_fm_i-xxxiv.indd xxii 12/24/12 5:06 PM12/24/12 5:06 PM

A C L O S E R L O O K xxiii

achieve success. With Connect Medical Assisting you can de-liver assignments, quizzes, and tests online. A robust set of ques-tions and activities are presented and aligned with the textbook’s learning outcomes. As an instructor, you can edit existing ques-tions and author entirely new problems. Track individual stu-dent performance—by question, assignment, or in relation to the class overall—with detailed grade reports. Integrate grade reports easily with Learning Management Systems (LMS), such as Blackboard, DesiretoLearn, or eCollege—and much more . Connect Plus– Medical Assisting provides students with all the advantages of Connect®–Medical Assisting plus 24/7 online ac-cess to an eBook. Th is media-rich version of the book is available through the McGraw-Hill Connect® platform and allows seam-less integration of text, media, and assessments. To learn more, visit www.mcgrawhillconnect.com.

A single sign-on with Connect® and your Blackboard course: McGraw-Hill Higher Education and Blackboard Blackboard®, the web-based course management system, has partnered with McGraw-Hill to better allow students and fac-ulty to use online materials and activities to complement face-to-face teaching. Blackboard features exciting social learning and teaching tools that foster more logical, visually impactful, and active learning opportunities for students. You’ll transform your closed-door classroom into communities where students remain connected to their educational experience 24 hours a day.

Th is partnership allows you and your students access to McGraw-Hill’s Connect® and McGraw-Hill Create™ right from within your Blackboard course—all with one single sign-on. Not only do you get single sign-on with Connect and Create, you also get deep integration of McGraw-Hill content and content engines right in Blackboard. Whether you’re choosing a book for your course or building Connect assignments, all the tools you need are right where you want them—inside of Blackboard. Grade-books are now seamless. When a student completes an integrated Connect assignment, the grade for that assignment automatically (and instantly) feeds to your Blackboard grade center.

McGraw-Hill and Blackboard can now off er you easy access to industry leading technology and content, whether your cam-pus hosts it or we do. Be sure to ask your local McGraw-Hill representative for details.

An adaptive learning system to help your students study smarter and learn faster: McGraw-Hill LearnSmart™ McGraw-Hill LearnSmart™ is available as an integrated fea-ture of McGraw-Hill Connect ® —Medical Assisting. It is an adaptive learning system designed to help students learn faster, study more effi ciently, and retain more knowledge for greater success. LearnSmart assesses a student’s knowledge of course

content through a series of adaptive questions. It pinpoints concepts the student does not understand and maps out a per-sonalized study plan for success. Th is innovative study tool also has features that allow instructors to see exactly what students have accomplished and a built-in assessment tool for graded assignments. LearnSmart™ – Medical Assisting aids the stu-dent in focusing on the information required to successfully pass certifi cation exams and assesses each student’s responses to establish a clearly defi ned learning path that instructors can measure. Visit the following site for a demonstration. www.mhlearnsmart.com.

Hands-on emersion activities to help your students apply what they have read in the textbook: • Ten Electronic Health Record

(EHR) live activities are found in the Student Resources on the OLC ( www.mhhe.com/BoothMA5e ): • Building a Patient Face Sheet • Administering a Patient Instruction • Recording and Viewing Vitals • Building an Offi ce Visit Note • Ordering a Test and Documenting Procedures in an

Offi ce Visit

Students can easily download Spring Medical Systems, Inc.’s SpringCharts® from the Student Resources on the OLC and complete these critical EHR tasks to obtain hands-on experi-ence with an ONC-certifi ed electronic health records solution. If you want to include more live EHR exercises, consider Elec-tronic Health Records , third edition, by Brian Byron Hamilton (ISBN: 0-07-340214-1).

• In addition to the live ac-tivities found on the OLC , an additional forty-four (44) Electronic Health

ww

w.m

hh

e.com/BoothM

A5

eh

MA

5

whh

e.c Boo

Building a Patient Face Sheet

ww

w.m

hh

e.com/BoothM

A5

eh

MA

5

whh

e.c Boo

boo0232X_fm_i-xxxiv.indd xxiiiboo0232X_fm_i-xxxiv.indd xxiii 12/24/12 5:06 PM12/24/12 5:06 PM

xxiv A C L O S E R L O O K

Record (EHR) activities based on SpringCharts® are found in Connect® and provide students with activities that simulate real patient encounters.

• ACTIVSim TM 2.0 Medical Assisting Clinical Simulator is made up of two parts: 10 Patient Case Clinical Simulators and 15 Clinical Skills Simulators. Th e Patient Case Clinical Simulators introduce students to nonacute medical assisting patient case scenarios, procedure simulators and quick e-learning exercises. A large portion of core clinical competencies can be simulated on virtual patients, where the learner can interact with a patient and practice the diff erent tasks that a medical assistant performs in physicians’ offi ces. Th e focus of ACTIVSim TM 2.0 is on vital signs and obtaining patient data, including a chart feature, so that the learner can document vital signs and make notes about ob-servations that the medical assistant can brief the doctor about. ACTIVSim TM 2.0 provides an excellent opportunity for students to practice their communication and patient interviewing skills prior to their externships and working in a doctor’s offi ce. Aft er each simulation, the learner receives elaborate feedback (de-briefi ng) on his/her performance. Th e debriefi ng includes basic patient assessment issues and recommendations for handling patients who have a particular condition. Instructors can assign patients to students and an instructor gradebook is included. For seamless training, these patients are also used in the textbook case studies. ACTIVSim TM 2.0 gives extensive, individualized feedback, providing students with a realistic clinical experience. For a demo of ACTIVSim TM 2.0, please go to www.mhhe.com/activsim , click on Course in the top menu, then on Health Pro-fessions in the list provided, where you’ll fi nd Medical Assisting.

Create™ a textbook organized the way you teach: McGraw-Hill Create™ With McGraw-Hill Create™ , you can easily rearrange chap-ters, combine material from other content sources, and quickly upload content you have written, like your course syllabus or teaching notes. Find the content you need in Create by search-ing through thousands of leading McGraw-Hill textbooks. Ar-range your book to fi t your teaching style. Create even allows you to personalize your book’s appearance by selecting the cover

and adding your name, school, and course information. Order a Create book and you’ll receive a complimentary print review copy in 3–5 business days or a complimentary electronic review copy (eComp) via e-mail in minutes. Go to www.mcgrawhill-create.com today and register to experience how McGraw-Hill Create empowers you to teach your students your way.

Record and distribute your lectures for multiple viewing: My Lectures—Tegrity® McGraw-Hill Tegrity® records and distributes your class lec-ture with just a click of a button. Students can view anytime/anywhere via computer, iPod, or mobile device. It indexes as it records your PowerPoint® presentations and anything shown on your computer so students can use keywords to fi nd exactly what they want to study. Tegrity® is available as an integrated feature of McGraw-Hill Connect ®– Medical Assisting and as a standalone.

Additional features and activities designed with your students in mind: • Fift y (50) BodyAnimat3d

Animations, found in Connect®, including the Cardiac Cycle and Coro-nary Artery Disease (CAD); Type 1 and Type 2 Diabetes; COPD; Obesity; as well as Medication Distribution, Absorp-tion, and Metabolism; Burns; and Wound Healing.

• Seventy-fi ve (75) Ad-ministrative and Clin-ical Procedure Videos , found in Connect®, in-cluding Registering a New Patient, Electronically Order and Track Medical Test Re-sults, Manage a Prescription Refi ll, Interpret a Prescription,

boo0232X_fm_i-xxxiv.indd xxivboo0232X_fm_i-xxxiv.indd xxiv 12/24/12 5:06 PM12/24/12 5:06 PM

A C L O S E R L O O K xxv

Pocket Guide for use with Medical Assisting, 5e (ISBN: 0-07-752585-X) Th e Pocket Guide is a quick and handy reference to use while working as a medical assistant or during training. It includes critical proce-dure steps, bulleted lists, and brief information all medi-cal assistants should know. Information is sorted by Ad-ministrative, Clinical, Labora-tory, and General content.

Online Learning Center (OLC) found at www.mhhe.com/BoothMA5e Medical Assisting also comes with the instructor resources you’ve come to expect, and all can be found on the OLC:

• Instructor’s Manual: An exhaustive resource, containing ev-erything to organize your course, as well as additional tips and exercises; including but not limited to a list of learning outcomes and chapter outline, teaching strategies, and an-swers for the end-of-chapter material as well as for the Stu-dent Workbook. Also included are correlation guides to the many of the accreditation bureaus, including Th e Accredit-ing Bureau of Health Education Schools (ABHES) Medical Assisting competencies and curriculum; Th e Commission on Accreditation of Allied Health Education Programs (CAAHEP) Standards and Guidelines for Medical Assisting Education Programs competencies; American Association of Medical Assistants (AAMA) Occupational Analysis; Th e As-sociation of Medical Technologists (AMT) Registered Medi-cal Assistant (RMA) Certifi ed Exam Topics; Th e National Healthcareer Association (NHA) Medical Assisting Duty/Task List; Th e Secretary’s Commission on Achieving Neces-sary Skills (SCANS) areas of competence, as well as others.

• PowerPoint Presentations have been fully updated to include the latest fi gures and content. Th e popular “Test Your Knowl-edge” slides have been maintained to encourage interaction.

• A completely revised and enhanced Testbank with over 5,000 questions, complete with tags for Learning Outcomes; ABHES, CAAHEP, and even some CAHIIM standards (where applicable); and Bloom’s and others to organize or modify questions to meet your course needs.

Scheduling Appointments, Completing the CMS 1500 Form, and Locating an ICD-10-CM Code.

All of these assets are available to use with the book and are neatly correlated to enhance the learning experience. Th e stu-dent will notice icons like the above within the chapter as well as the end of each chapter that refer them to interactive learn-ing activities that not only remediate, but that are very visual in nature.

The tried and true: additional supplementary materials for you and your students: Student Workbook for use with Medical Assisting, 5e–in print and full color (ISBN: 0-07-75258-8) Th e Student Workbook provides an opportunity for the student to review and practice the material and skills presented in the textbook. Divided into parts and presented by chapter, the fi rst part provides:

• Vocabulary review exercises, which test knowledge of key terms in the chapter

• Content review exercises, which test the student’s knowledge of key concepts in the chapter

• Critical thinking exercises, which test the student’s under-standing of key concepts in the chapter

• Application exercises, which include fi gures and practice forms, and test mastery of specifi c skills

• Case studies, which apply the chapter material to real-life situations or problems

Each section, Clinical and/or Administrative, contains the ap-propriate procedure checklists, presented in the order in which they are shown in the student textbook. Th ese checklists have been revised for ease of use, and include correlations to the ABHES and CAAHEP competencies mastered with the suc-cessful completion of each procedure. Accompanying Work Product Documentation (work/doc) provides blank charting forms for many of the procedure that include a work product or requires documentation to complete. Th ese documentation forms are used when completing many of the application activi-ties as well as procedure competencies. Over 100 procedures as well as multiple application activities in the workbook include correlated work docs.

boo0232X_fm_i-xxxiv.indd xxvboo0232X_fm_i-xxxiv.indd xxv 12/24/12 5:06 PM12/24/12 5:06 PM